Students' Perceptions of English Academic Writing: A Needs Analysis of EAP in Vietnam

Abstract

Despite the growing demand for academic writing instruction of EFL/ESL learners and the pivotal role of needs analysis in curriculum development, limited research as a needs analysis of EAP writing courses at tertiary level has been conducted in Vietnam EFL context. This research aims to investigate the perceptions and needs regarding EAP writing among ELT major students at a university in Vietnam. The study employs the mixed method design with a survey of 42 students, followed by semi-structured interviews with 5 students from the same group. The findings reveal the students’ insufficient understanding of academic writing, particularly in terms of academic genres, citation styles, and reading-related skills. In addition, when writing academic assignments, the students encountered several issues such as lacking vocabulary, inappropriate word choice, lacking ideas, and writing incoherent paragraphs, which were partially addressed by the IELTS writing courses they took and self-studying. Reading and engaging with academic literature were also deemed challenging by the students, yet hardly was a measure taken to enhance the skills. These results suggest that the English Department should develop a separate EAP writing course following the IELTS ones. The EAP writing course will focus on unique features of academic writing, academic vocabulary and structures, the relation between reading and writing, as well as the skills of reading and working with academic literature.